ACCOILlfTS OF CHEXICAL RESEARCH” Registered in US. Patent and Trademark Office; Copyright 1985 by the American Chemical Society

V O L U M E 1 8 N U M B E R 9 S E P T E M B E R , 1 9 8 5

EDITOR JOSEPH F. BUNNETT

ASSOCIATE EDITORS Joel E. Keizer John E. McMurry

EDITORIAL ADVISORY BOARD

Robert Abeles Richard Bernstein R. Stephen Berry Michel Boudart Maurice M. Bursey Charles R. Cantor Marshall Fixman Jenny P. Glusker Kendall N. Houk Keith U. Ingold Maurice M. Kreevoy Theodore Kuwana Josef Michl George W. Parshall Kenneth N. Raymond Jacob F. Schaefer Richard C. Schoonmaker Anthony M. Trozzolo

BOOKS AND JOURNALS

D. H. Michael Bowen, Director DIVISION

Journals Department: Charles R. Bertsch, Head; Marianne C. Brogan, Associate Head; Mary E. Scanlan, Assistant Manager; Anne C. O’Melia, Assistant Editor

Production Department: Elmer M. Pusey, Jr., Head

Research and Development Department: Lorrin R. Garson, Head

The American Chemical Society and its editors assume no responsibility for the statements and opinions advanced by contributors. Views expressed in the editorials are those of the writers and do not necessarily represent the official position of the American Chemical So- ciety. Registered names and trade- marks, etc., used in this publication, even without specific indication thereof, are not to be considered unprotected by law.

Science in Liberal Arts Colleges

Last month attention was called, in this space, to the remarkable per- formance of a select group of liberal arts colleges in the education of scientists to the bachelor’s level and in inspiring them to continue to the Ph.D. Data from two recent reports’,* were cited.

The Oberlin report’ identifies undergraduate participation in research as a key factor accounting for the special success of certain liberal arts colleges. From my perspective as a Reed man (having studied a t Reed College for 4 years, taught there for 6 years, and being now a Trustee), I agree that research participation is a major consideration, but I think there is more to it than that. Begging permission to use a “buzz word” of 15 years ago, I venture that the ambiance of the liberal arts college has much to do with it.

In each of the outstanding liberal arts colleges, there is a sense of com- munity. The individual student or professor knows a large fraction of the students and professors and feels that it would be possible, with a little more effort, to become acquainted with them all. An intensely academic atmo- sphere prevails; if a student’s best friend is not studying in a science discipline, the friend has serious scholarly interest in some other intellectual field. Word gets around about noteworthy achievements of students past and present, and there is a feeling of community pride perhaps shaded with unspoken wonderment in the individual student as to whether he/she may sometime enjoy similar success.

In the chemistry laboratories, the student engaged in research cooperatively with a professor is regarded by fellow students with respect appropriate to one of somewhat exalted status. The student researcher is much more than a helper, and is not overshadowed by graduate students and postdocs. The successes of student researchers become topics of departmental scuttlebutt, and younger students look forward to participating themselves. Thus an interest in participation in scholarship develops, an interest that often becomes a lifelong dedication.

The intensity of student interest in research is heightened if previous work at that college is known to have had some impact in the world of science. The Oberlin report’ provides evidence of a substantial level of publication by liberal arts professors and students in first-rate journals. Many professors in the 48 select liberal arts colleges are recognized internationally for tbeir research contributions and a few are setting the pace in their fields.

Gene Wubbels of Grinnell College discussed in this space the importance to scientific education of research activity at the colleges as a constituent of their science education program^.^ He made the point that liberal arts colleges must receive a significant share of federal funding of science education if their contribution is to be maintained. His argument is sound and cogent, and deserves wholehearted support from all American scientists.

Joseph F. Bunnett

(1) Davis-Van Atta, D.; Carrier, S. C.; Frankfort, F. “Educating America’s Scientists: The

(2) Fuller, C. H. ‘An Analysis of Leading Undergraduate Sources of Ph.D.’s, Adjusted

(3) Wubbels, G. G. Acc. Chem. Res. 1983, 26, 185.

Role of the Research Colleges”; Oberlin College, 1985.

for Institutional Size”; Great Lakes College Association, Ann Arbor, MI, 1985.